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This study examines, through a qualitative case study approach, how non-nativespeaking (NNS) Japanese language teachers in New South Wales (NSW) teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers' attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL) are being implemented in teachers' classrooms.
Caroline R. Mahoney (Tue,) studied this question.